1. LARUE COUNTY READS

2. Why should you, the taxpayer, worry about children who have difficulty reading?   Great by 8 Summit – An Initiative to Improve Economic Growth in Kentucky

3. 20% of current workers are functionally illiterate

4. Less than half of the children in every state are proficient in reading and math

5. 54% of business leaders said they expect to have difficulty finding enough educated and skilled workers in the future.

6.   Of 50 children who have trouble reading in first grade, 44 of them will still have trouble in 4th grade. (88%)

7. 68% of 4th grade public school students in the US scored below proficient reading level in 2009.

8. LaRue County -73% of readers were proficient in 2009; of those on free lunch only 66% were proficient – 34 out of 100 students were not proficient!

9. Indiana estimates the number of prison cells they will need in 20 years on the number of children who are not reading proficiently by 4th grade.

10. Tutor’s Roles and Responsibilities
LaRue County Reads
Tutor’s Roles and Responsibilities
Be on time for tutoring sessions. Don’t disappoint the child or disrupt the classroom by tardiness.
Be organized. Effective tutoring sessions require planning in advance.
Follow the tutor format for LaRue County Reads: Before, During, After (BDA) Tutors provide support as students practice reading.
Be flexible. Fire drills and other interruptions may require an adjustment in the schedule Adjust as necessary.
Be honest in communicating with the student. Children are adept at recognizing an adult’s genuine interest and concern. When in doubt, don’t try to answer a question. Say, “I’ll try to find out.” And remember to follow through.
Listen well. Many children need a caring adult who will really hear what they are saying “Check out” what you think the child is telling by asking, “Are you saying that…?”

11. Tutor’s Roles and Responsibilities (Continued)
LaRue County Reads
Tutor’s Roles and Responsibilities (Continued)
Don’t over explain. Give the student an opportunity to figure out the answer by himself/herself. Ask questions that will lead the student to discovery.
Confer with the program coordinator. Tutor should share with coordinator any questions or concerns about the student or volunteer program.
Don’t expect miracles overnight. Tutors are trying to help student to utilize recommended reading strategies. Tutors need to remember that this takes time and patience.
Maintain the role of the tutor. Exhibit appropriate tutor behavior. Respect personal space. Don’t try to replace the parent, guardian, or teacher. Some issues and needs are beyond the scope of the tutor and need to be referred to the coordinator, principal, and school counselor.
Relax. Enjoy the opportunity to make a difference in the life of some young person.

12. Before, During, and After
LaRue County Reads Volunteer Tutoring Sessions Format
Before, During, and After
Personal greeting and quick reread
Time 3 to 5 minutes
Provide opportunity for student to build self-confidence and fluent reading through rereading familiar texts.
Reread (whole or part) of previously read text.
Before the reading
(Introduction provides specific information that supports the student as he or she begins to build meaning for the text.)
Time: 5 to 7 minutes
Introduce the text
Activate prior knowledge.
Build Background
Have student notice picture details (picture walk), headings, captions, italicized words, etc.
Call attention to a few new vocabulary words.
Set a clear purpose for reading.
Participate in discussion.
Build on prior knowledge.
Make predictions.
Ask questions.
Make connections.
Notice information.
Understand the purpose for reading.

13. Before, During, and After
LaRue County Reads Volunteer Tutoring Sessions Format
Before, During, and After
During the reading
(Student reads the text as the tutor guides with prompts and feedback.)
Time: minutes
Select one or more of the following options:
Student reads the text aloud.
Tutor reads aloud a brief portion of the text followed by the student reading the rest of the text.
Tutor and student read aloud together.
Tutor reads aloud one part and student rereads aloud the same part.
Provide support with prompts (see Tutoring Prompts), ask questions, give feedback, and model when needed.
Make a few notes based on students reading of text.
Read the text aloud.
Use strategies to help build meaning and solve problems.
Think about what he or she understands and ask questions
Request support in solving problem

14. Before, During, and After
LaRue County Reads Volunteer Tutoring Sessions Format
Before, During, and After
After the reading
(Student has an opportunity to reflect upon and to revisit the text and to demonstrate understanding of the text.)
Time 5 to 7 minutes
Provide opportunity for discussion and retelling of text.
Encourage student to make connections – to him or herself, to other books, or to real-life situations.
Revisit the text to look at a tricky word or to discuss a tricky part.
Participate in closing discussion.
Share understandings and questions.
Check predictions.
Make connections.
With the tutor’s help, revisit the text to figure out a tricky word or to discuss a tricky part.
Write or draw a picture to make a personal connection with the text.

15. LaRue County Reads Tutoring Prompts
Before Reading
Why did you choose this to read today?
Based on what you see, what do you think this text is about? Why?
What do you already know about (topic or text)?
What do you think or predict is going to happen?
During Reading
To help the student figure out a tricky or difficult word
Pause – Give the student a chance to figure out the word. Have the student:
Look at the picture(s) or photographs.
Check the first letter(s).
Look at the chunks in the bigger word.
Find the tricky part of the word.
Go back to the beginning of the sentence and try again.
Think about what would make sense.
To help the student who reads a word incorrectly
What can you do to help yourself?
What do you know that might help?
Does it make sense?
Does it sound right?
Does it look right?
To help the student comprehend
Was your prediction correct?
Tell me an important detail.
Tell me about the characters, setting, plot, theme, or topic.
How did the illustration, graph, or other text features help you understand the text?
To help the student read fluently
How do you think your reading sounds?
Go back and reread using the punctuation.
Make your reading sound the way you talk.
Read it like this (model reading with expression, reading in phrases, pausing for commas, etc.)
After Reading
Retelling
Start at the beginning and tell me what this text is about.
Tell me more.
Making connections
Does this remind you of anything you have read?
Tell me what you liked about the text.
What does this text make you think of?
Revisit tricky word or part of text
Show me a word or part of the text that tricked you.
Written response
Write or draw your response or reaction to something you read in the text.

16. FIRST SESSION – Different from regular sessions
Take something you enjoy reading – newspaper, favorite children’s book, Bible, novel, etc. Talk about why you enjoy reading.
Tell the student that you will be coming back each week to read with them and that you are really looking forward to it.
Using the ‘get acquainted’ pages in your folder, pick a few questions to talk about with the student. DON’T ASK THE STUDENT TO WRITE ANYTHING – YOU ARE THE SECRETARY! (My name is …. What is your name? I have three people in my family…Who is in your family? Etc.
This first session may not take the full 30 minutes but use it as a get-to-know you session and try to put the child at ease.

17. FINAL REMINDERS
Do not give the children gifts – if you start, they will expect it every time! (Possibly a book at Christmas but give to teacher to put in bookbag.)
Do not give them anything to eat – not even gum…you will not know if they have any allergies.
Respect student confidentiality…don’t give any details about your child to other folks
Remember in Kentucky, it is your PERSONAL responsibility to report abuse or neglect – you can do it anonymously but it is your responsibility.

18. Thanks so much for investing in our children and our economic future!!